47 Helping Teachers and Children Understand Disabled Children

Helping Teachers and Children
Understand Disabled Children
CHAPTER 47
Children can be either very cruel or very kind to a child who is different. They may
be cruel by teasing, laughing, imitating, or even doing physical harm. But more often
they are cruel simply by not including the disabled child in their games or activities,
by rejecting the child, or by pretending she does not exist.
Often children act in a cruel way because they fear what they do not understand.
When they gain a little more understanding, children who may have been cruel or
felt uncomfortable with the child who is different, can become that child’s best
friends and helpers.
It is important that children in every neighborhood or community have a chance to
better understand persons who, for whatever reason, are different from themselves—
in color, in dress, in beliefs, in language, in movements, or in abilities.
One way to help a group of children gain appreciation of the disabled child and
learn ways to be helpful is Through CHILD-to-child activities.
CHILD-to-child is a non-formal educational program in which school-aged children
learn ways to protect the health and well-being of other children—especially younger
children and those with special needs. The children learn simple preventive and curative
measures appropriate to their own communities. They pass on what they learn to other
children and their families.
The CHILD-to-child program began during the International Year of the Child, 1979.
David Morley (author of Paediatric Priorities in the Developing World and See How
They Grow) brought together a group of health workers and educators from many
countries. They designed a series of ‘activity sheets’—or guidelines—to be adapted
by teachers and health workers for children in different countries and situations.
Thirty-five activity sheets for children,
including 5 activity sheets about
disabled children, are available in a book
called Child-to-Child: A Resource Book from
Teaching Aids at Low Cost (TALC), PO Box 49,
St. Albans, Herts. AL1 5TX, United Kingdom.
The activity sheets in the packet include:
• Children with disabilities
• Helping children who do not see or hear
well
• Mental handicap and children
• Polio
• Helping children who experience
war, disaster or conflict
427

428
CHAPTer 47
Other activity sheets in Child-to-Child:
A Resource Book, that include
From the CHILD-to-child activity sheet:
disability prevention are:
ACCIDENTS
• Feeding young children: feeding children Help children learn how important it
aged 6 months to 2 years
is to:
• Feeding young children: how do we know if
•
•
•
•
•
they are eating enough?
Caring for children with diarrhea
Preventing accidents
Our neighborhood
Playing with young children: playing with
babies
Playing with young children: play for pre-
• Make sure that
their younger
brothers and
sisters do not
go too close
to the
cooking
school children
fire.
•
•
•
A place to play
Caring for children who are sick
Safe lifestyles
• Keep matches out of the
reach of small children.
(They can even make
a small basket or shelf
CHILD-to-child activities can be introduced:
for matches to be stored
• by schoolteachers with schoolchildren,
high on the wall.)
• by schoolchildren (who have practiced
the activities in school) with younger
schoolchildren, or with children who do not go
to school,
• Be sure that
handles of pans
are turned so
• by health workers or community
that the child
rehabilitation workers,
does not pull
• by parent groups or any concerned persons in them.
the community.
• Warn younger
children about
The purpose of CHILD-to-child activities that
where snakes,
relate to disability is to help children:
scorpions, and
• gain awareness of different disabilities and what
bees live.
it might be like to be disabled,
• Clear grass
• learn that although a disabled person may
and weeds away
have difficulty doing some things, she may
be able to do other things extra well,
from paths.
•
•
think of ways that they can help disabled
children feel welcome, take part in their play,
schooling, and other activities, and manage
to do things better,
become the friends and defenders of any
child who is different or has special needs.
rehabilitation programs in several countries
• Make sure poisons
such as medicines
and insecticides are
kept out of reach,
and that kerosene
is not stored
in drink
bottles.
have developed their own, more complete
CHILD-to-child activity sheets. Here we combine versions from Kenya (Africa), the
Philippines, and Mexico (where some of the original sheets were developed and tested).
The 3 activities we include in this chapter are:
“Understanding children with special problems” (p. 429)
“Children who have difficulty understanding” (p. 442)
“Let’s find out how well children see and hear” (p. 447)
DISABLeD vILLAge CHILDren

ACTIvITY
UNDERSTANDING CHILDREN WITH SPECIAL PROBLEMS
Group discussion
CHILD-to-child
encourage a class or group of children to talk about children who have some special
problem or ‘handicap’. Ask questions like:
• Do you know any child who cannot walk or run or talk or
play like other children?
• Why can’t this child do everything the same as you can?
• Is the child to blame?
• How do other children treat this child? Are they kind
to him? Are they mean? Do they make fun of him? Do
they include him in their games?
• How would you feel if you had a similar problem? How
would you want other children to treat you? Would
you like them to laugh at you? To pay no attention to
you? To feel sorry for you? To do things with you and
become your friend?
Games and role playing
Children will better
understand the child with a
special problem if they can
‘put themselves in his
shoes’. They can
play a game
in which
one child
pretends
to have a
handicap.
For example,
tie a stick to
a child’s leg.
Then have
him run
in a
game
or play
tag.
The other children act out
different ways of behaving toward
the child. Some are friendly. Some
ignore him. Some make fun of him.
Some help him.
Some include
him in their
games. Let
the children
think up their
own ideas and
act them out.
After several minutes, another child can pretend to have a handicap. Let several
children have a turn with a handicap. Try to make the pretend handicap seem real.
Also ask the children what they might be able to do to make things better or fairer for
the disabled child. Try or ‘act out’ their different suggestions. For example:
DISABLeD vILLAge CHILDren
429

430
CHAPTer 47
For a more severe physical disability, the
group of children can invent ways to ‘find out
what it is like’. For example, to learn about
a child with almost no use of her legs, the
children might tie the legs of one of their
group together, like this.
After talking with the child about her
difficulties, the children can try to think
of ways to make it easier for her to
move about.
DISABLeD vILLAge CHILDren
Then the children can ask the child to do
some of their day-to-day activities—like
moving around the house, going to the
latrine, and going to school.
REMEMBER: Children are usually kind to a child with
a very severe disability. They are often more cruel to
a child with a less severe problem, such as a limp.
Note: With the help
of their teacher or
parents, children can,
in fact, make simple
wheelchairs and other
aids for disabled
children. For simple
designs, see PArT 3 of
this book.

Help the children gain an understanding
of the particular difficulties of any
disabled child in their village.
For example, if there is a child
with spastic legs who has trouble
walking because his knees press
together, have a child try to walk
with her knees tied together with
a band of car
tire inner tube.
If there is a child with arthritis in
the village, some of the children can
put small stones in their shoes or tie
small stones to the bottoms of their
feet. Then the other children can
invite them to run and play games. Ask
the children why a child with arthritis
might not want to play games.
Ask the children, “Do you know any children who cannot use their hands like you
can?” If they answer yes, help them experience the difficulties of such a child. Have
the children work in pairs.
Now have the child try to do things like:
• write
• turn pages of a book
• fill a cup with water
• eat
• get something from a pocket
• button a shirt
One child can wrap a strip of cloth around
the other child’s hand and fingers so that
he has trouble moving his fingers.
CHILD-to-child
To appreciate the problems of a child
who has trouble with balance (cerebral
palsy), have one of the children try
to walk on a hanging board (or other
moving surface).
Have the children try to figure
out ways to make it easier. For
example, wrap cloth or a piece
of inner tube around a pencil or
spoon, to make it easier to hold.
Note: For more ideas and tools
for persons with disabled hands,
see pages 223 and 330.
buttoning tool
(See p. 335.)
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432
CHAPTer 47
Things that a disabled child can do well
A disabled child cannot do everything
as well as other children. But often there
are some things she can do as well, or
even better. Try to have the children think of
examples.
A child with weak legs, who has to
walk with crutches, often develops very
strong arms and hands.
Or a blind child may learn to hear things
extra well.
rather than feel sorry for the disabled child and look only at her weaknesses, it is
better to recognize and encourage her strengths.
A LETTER TO ALL CHILDREN:
Swimming
Many children with weak or paralyzed
legs can learn to swim well. Their arms
become unusually strong from using crutches,
and in the water they easily keep up with
other children. But sometimes they have
trouble getting to the water, or the other
children forget to invite them...
DISABLeD vILLAge CHILDren
A friendly word of welcome
to include the child with a
special problem, or a little
extra time or attention given
to him, can make a big
difference—and can make
everyone feel good.

Role playing and children’s theater
CHILD-to-child
To help see how much it matters to include a disabled child in their fun, a group of
children can act out different possibilities. For example, they might act out (or do a ‘role
play’ of) the pictures at the bottom of the page before this one. After the role play the
group can discuss which of the two alternatives made the disabled child, and the other
children, feel better, and why.
Or they can act out a situation in which they try to solve a particular difficulty,
obstacle, or challenge.
For example, there is a bright little girl who has no control of her arms or hands, but fairly
good movement of her head and one foot. Can the children figure out a way to help her
write? The class divides into 3 or 4 groups to try to solve the problem.
One group might think
of helping her to
write with her head.
Photos from Ajoya, Mexico
Another, with
her mouth.
And another,
with her foot.
In these ways the children will begin to use their imaginations to help solve problems.
If some of the children’s role plays turn out especially well, or do an extra good job
at demonstrating important points, perhaps they can be developed further. Then the
children can present them, in the form of skits or children’s theater, to other classes,
parent groups, in the health center, or perhaps to the whole village.
(examples of two skits which schoolchildren, together with health workers and
disabled rehabilitation workers, put on in the village of Ajoya, Mexico, are on pages
456 to 461.)
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434
CHAPTer 47
Putting our new understanding into practice
Once the children have developed a greater awareness of the needs and
possibilities of disabled children through discussion, games, role plays, and stories,
they can begin to put their new understanding into practice.
Ask the children if they know any child in the village (or in a neighboring village) who
is disabled or has special difficulties in any way.
Then discuss ways that the children might be able to help each disabled child
become as happy, capable, and self-reliant as possible. The children can list their
suggestions for each child. Later, after getting to know the child and her family better,
they can change and add to their ideas.
If the disabled child is a brother or sister of one of the children in the learning
group, starting to do things with the child and the family may be fairly easy. But if
none of the children is related to the disabled child, they must be careful in the way
they offer their help. Probably only two or three children should make the first visit,
perhaps with the help of a teacher, health worker, or rehabilitation worker.
The children, with suggestions from the disabled child and her family, will need to
figure out ways that they can help most. However, the following list of possibilities may
give you some ideas:
• Become friends—one or more children can become close companions,
playmates, and friends of the disabled child.
•
•
•
visit the child at home—regularly!
Help the family by doing errands, ‘babysitting’ or taking the child on outings.
Figure out a way to help the child get to and from school.
• At school, one or more children can become
the ‘buddies’ or helpers of the disabled child,
making sure her special needs are met.
• If it is impossible for the disabled child
to go to school, children may be able
to organize an after-school teaching
program at the child’s home. Ask the
teacher to help plan this.
• Figure out ways to include the child in
games.
• Make helpful toys for the child and play
together with her. (See p. 467 to 476.)
REMEMBER—
ALWAYS BE FRIENDLY
• Make a ‘rehabilitation playground’ or ‘playground for all children’. Take
disabled children regularly to the playground and play together with them there.
DISABLeD vILLAge CHILDren

• Build simple playground equipment, adapted
for the particular child, at her home.
• With advice from a rehabilitation worker or
the child’s parents, learn to help with the
exercises or care that the child needs.
• You may be able to help build special aids
for the children, such as crutches, sandbags,
braces, or even a simple wheelchair. Try
to get advice from a rehabilitation worker.
If what you need to make is too difficult,
perhaps the children can ask parents who
are craftspersons to help. visit them as
a committee.
• Become ‘prevention scouts’ by following the
suggestions on p. 428, or by taking other
actions to prevent disability in your village.
• If there is a village rehabilitation center in your
village, perhaps a group of children can take
turns there as volunteers after school. There
are many ways you can help and much you
can learn. Those who show most interest can
become junior rehabilitation workers’.
Children with severe disabilities
Some children are very disabled. They cannot walk or swim or play many games.
But sometimes these children can learn to play marbles, cards, or guessing games.
Learning is especially difficult for a child who cannot speak or think as easily as
other children. This child may be very lonely. Sometimes a child who cannot speak,
understands a lot more than people think he does. If there is such a child in your
neighborhood, perhaps children could take turns visiting him, to talk or play with him.
Let him know you care.
Babies with problems
A rope swing like this can
help a child with weak legs
teach herself to walk—in a
way that is fun!
CHILD-to-child
Sometimes a baby is slower than most to develop. either her mind may be slow to
develop, or her body, or sometimes both. The child will be later than other babies in the
village to begin to sit, use her hands, crawl, walk or talk.
Babies who are slow to develop need special care. It possible, their parents
should get advice from a rehabilitation worker or physiotherapist. However, there
is a lot that brothers and sisters and other children can do.
More than almost anything else, these babies need lots of attention. They need
to be played with and helped or encouraged to play. They need simple toys and
colorful or noisy things to attract their attention. They need to be talked to and sung
to a lot. These things will help the baby develop faster. And these are all things other
children can do.
In the next activity sheet (p. 442) we will talk more about helping a child whose mind
develops slowly or who has difficulty understanding.
DISABLeD vILLAge CHILDren
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436
CHAPTer 47
Helping a disabled child learn to do new things
There are many ways that children can help a baby or young child with a special
problem to learn to do new things. Here are some ideas:
• Make it fun! If exercises can be turned into games, the
child will learn faster and everyone will enjoy it more.
• Self-help. Help the disabled child only as
much as he needs. encourage him to do as
much as he can for himself and by himself.
• Little by little. remember, some things
are especially difficult for the disabled child.
encourage her to do a little more than she
already does—and then a little more. If you
have her try to do too much, she may get
discouraged and stop trying.
• Show you care. Show the child how glad
you are when he learns to do new things. Praise
him when he does well—and when he tries.
• Mind and body. Play often with the child, in
ways that help her develop not only her
body but also her mind. Talk with her and
tell her stories Become her friend.
AN EXAMPLE: Pablo is having trouble learning to crawl. Using the above suggestions,
how can we help him? Perhaps his older brothers and sisters, or other children, can
play ‘crawling games’ with him.
Story telling
Two children can hold up part
of his weight as he tries to crawl.
Another child encourages him
to crawl by holding out a fruit or
toy. Call him to crawl toward the
fruit. Praise him when he tries.
Note: Many more ideas of ways children can help a
child who is slow to develop can be found in PART
1 of this book, especially Chapters 34 and 35.
Play the game every day. As Pablo
grows stronger, less of his weight
will need to be held up. In time he
may be able to crawl without help.
A simple bar held by forked
slicks can increase the selfreliance
of a child who has
difficulty squatting to shit.
Children in Mexico playing
a ‘crawling game’.
Story telling is another good way to help young people understand the needs
and possibilities of disabled children and what can be done to help. You can make
up stories. Or better, you can base them on true events where a disabled child has
achieved something outstanding, or where a group of children have succeeded in
making an important difference in the life of a disabled child. The story that follows is
an example.
DISABLeD vILLAge CHILDren

A Story—to be used with the CHILD-to-child activity,
“Understanding Children with Special Problems”
HOW TOMÁS AnD OTHer CHILDren HeLPeD JULIA gO TO SCHOOL
At age 7 Julia’s world was so small that you could
throw a stone clear across it. She had seen almost
nothing of her own village. No one ever took her
anywhere. The farthest she had ever crawled was to
the bushes just outside the small hut where she lived
with her family.
Julia was the oldest of 3 children. Her family’s
hut was at the far edge of Bella Village. The hut was
separated from the main footpath by a long, steep,
rocky trail. Perhaps for this reason, Julia had missed
being vaccinated in her first year of life, when health
workers had come to the village.
In the beginning, Julia had been a healthy baby, and
quick. At 10 months of age she was already able to
stand alone for a few seconds, and to say a few words,
like ‘mama’, ‘papa’, and ‘wawa’—which meant water.
Her face would light up in a big smile whenever
anyone called her name. Her parents took great pride
in her, and spoiled her terribly.
But at 10 months Julia got sick. It began like a bad
cold, with fever and diarrhea. Julia’s mother took her
to a doctor in a neighboring town. The doctor gave
her an injection in her left backside. A few days later
Julia got worse. First her left leg began to hurt her,
then her back, and finally both arms and legs. Soon
her whole body became very weak. She could not
move her left leg at all and the other leg only a little.
In a few days the fever and pain went away, but the
weakness stayed, especially in her legs. The doctor
in town said it was polio, and that her legs would be
weak all her life.
Julia’s mother and father were very sad. In those
days there was no rehabilitation worker in the village
or in the neighboring towns. So Julia’s mother and
father took care of her as best they could. In time,
Julia learned to crawl. But she did not learn to dress
or do much for herself. Her parents felt sorry for her,
so they did everything for her. She gave them a lot of
work.
CHILD-to-child
Then, when Julia was 3 years old, a baby brother
was born. This meant her parents had less time for
Julia. Her little brother was a strong, happy baby, and
her parents seemed to put all their hopes into the new
child. They paid less attention to Julia, rarely played
with her, and never took her out with them into the
village. Julia had no friends or playmates —except for
her baby brother. Yet sometimes, for no clear reason,
Julia would pinch her baby brother and make him cry.
Because of this, her parents did not let Julia hold or
play with him often.
Julia became more and more quiet and unhappy.
Remembering how quick and friendly she had been
as a baby, her parents sometimes wondered if her
mind, too, had been damaged by her illness. Although
the doctor had explained that polio weakens only
muscles, and never affects a child’s mind, they still
had their doubts.
When Julia was 6 years old, a third child was
born—a baby sister. This seemed to make Julia even
more unhappy. She spent most of her time sitting
outside behind the hut drawing pictures in the dirt
with a broken stick. She drew chickens, donkeys, trees,
and flowers. She drew houses, people, waterjugs, and
devils with horns and long tails. Actually, she drew
remarkably well for a child her age. But no one noticed
her drawings. Her mother was busier than ever with
the new baby.
Julia was 7 years old when the village school
teachers, guided by a health worker from a nearby
village, began a CHILD-to-child program in the
school. The first and second year children (who were
in the same class) studied an activity sheet called
“Understanding children with special problems.”
Most of the children knew of only one seriously
disabled child in their village. This was Tomás. Tomás
walked in a jerky way, with crutches. He had one
hand that sometimes made strange movements. And
he had difficulty speaking clearly, especially when
he was excited. But Tomás did not seem to need
any special help—or at least not anymore. He was
already in the fourth grade of school and doing well.
He had lots of friends. He managed to go anywhere
and do almost anything for himself, if awkwardly,
and nearly everyone treated him with respect. It was
easy to forget he was disabled.
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CHAPTer 47
Then one little boy remembered, “There’s a girl who
lives in a house at the far end of the village. She crawls
around on her hands and knees, and spends a lot of
time just sitting outside. She always looks sad. I don’t
know her name, but she looks old enough to be in
school!”
“Let’s invite her to come to school with us,” said
one of the children.
“But how,” asked another, “if she can’t walk?”
“We could bring her in a push cart!”
“No! The path from her home is too steep and
rocky.”
“Then we’ll carry her! If we all help, it will be easy.’’
“Let’s go to her house this afternoon” “Good idea!”
That afternoon after school, 6 of the school
children, together with their teacher, visited Julia’s
home. Julia, who was out back, was too shy to come
in. So they started talking with her mother.
“We want to be her friends,” they said. “And to help
her go to school.”
“But she can’t go to school.” her mother said with
surprise. “She can’t even walk!”
“We can carry her,” offered the children. “We’ll
come for her every day and bring her back in the
afternoons. It’s not far, really!”
“The whole class is ready to help out,” said the
teacher. “And so am I.”
“But you don’t understand,” said her mother.
“Julia’s not like other children. They’ll tease her. She is
so shy she doesn’t open her mouth around strangers.
And besides, I don’t see how school could help her”
The teacher tried his best to explain to the mother
the great importance of school for a child like Julia.
The children promised that they would all be friendly
and help her in any way they could. But her mother
just shook her head.
DISABLeD vILLAge CHILDren
•
“Do you think Julia would like to go to school?”
asked the teacher.
Her mother gave a tired sigh. Then she turned to
Julia, who was hiding outside the door but peeping
in at the visitors. “Julia, darling, do you want to go to
school?”
Julia’s eyes opened wide with fear. She shook her
head in a terrified NO and disappeared behind the
doorway.
“There, you see!” said Julia’s mother. “For Julia,
school just wouldn’t make sense... Now I have a lot
of work to do, please excuse me. But thank you for
thinking of my poor little girl.”
“Please give it more thought,” said the teacher as he
and the children went out the door. “And thank you for
your time.”
“Have a nice day,” said Julia’s mother, and went
back to work.
•
At school the next day the teacher met with the
whole class to discuss their visit to Julia’s home.
“This CHILD-to-child stuff sounds so easy and fun
when we pretend,” said one of the children. “But
when we try to use it in real life, it ain’t so easy.”
“Isn’t!” said the teacher.
“Still,” said one little girl who had visited Julia’s
home, “we have to keep trying. Did you see the
way Julia looked at us? She was so scared she was
shaking. But she was interested, too. I could tell. She
looked so... lonely!”
“But what can we do? I don’t think her mother wants
us to come back.’’
There was a long silence. Then one little boy
said, “I’ve got an idea! Let’s talk to Tomás. He’s
handicapped, too. But he’s in school and is doing fine.
Maybe he can help us.”
After school, several of the first and second year
students wailed for Tomás, who was in the fourth year.
They told him about Julia, and what happened when
they visited her home.
“How was it when you began school, Tomás?” asked
the children. “Were you afraid? Did your parents want
you to go? How did the other children treat you?”
Tomás laughed. “One question at a time!” He
spoke slowly, with a twisted mouth and a sort of jerky
speech that sometimes made him hard to understand.
“Help me sit down under that tree.” Tomás moved
forward on his crutches. The children helped him sit
down. (He explained that his hips and legs wanted
to stay straight when he wanted to bend them.) He
sat leaning against the tree, and began to answer the
children’s questions.

“Sure, I was afraid to go to school, at first,” said
Tomás. “And my mom and dad didn’t want to send me.
They were afraid kids would tease me or that it would
be too hard for me. It was grandma who talked us all
into it. She said if I couldn’t earn my living behind a
plow, I’d better learn to earn it using my head. And I
intend to.”
“What do you want to be when you grow up?”
asked one boy.
“Maybe a health worker,” said Tomás. “I want to
help other people.”
“Did other kids tease you when you started school?”
asked the children.
Tomás frowned. “No ... not much. But they didn’t
know what to do with me, so usually they didn’t do
anything. They would stare when they thought I wasn’t
looking. And they would imitate the way I talk when
they thought I wasn’t listening. But when they thought I
was looking and listening, they would pretend I wasn’t
there. That’s what was hardest for me. They never asked
me what I thought, or what I could do, or if I wanted
to play with them. I felt lonelier when I was with the
other children than when I was by myself!”
“But now you have lots of friends. You seem like
one of the gang. What happened?”
“I don’t know,” answered Tomás. “The other kids
just got used to me, I guess. They began to see that
even though I walk and talk funny, I’m not really
all that different from them. I think it helps that I do
well in school. I like to read. I read everything I can
find. Sometimes when kids in my class have trouble
reading or understanding something, I help them. I
like to do that. At first they gave me the nickname
‘Crabfoot’ because of how I walk. But now they
call me ‘Professor’ because I help them with their
lessons.”
“The first nickname was about what’s wrong with
you,” observed one little girl. “And the second is about
what’s right. I guess you showed them what’s most
important!”
Tomás’ mouth twisted into a smile and his legs
jerked with pleasure. “Tell me more about Julia,” he
said.
They told him all they could, and finished by saying,
“We tried as hard as we could, but Julia’s mother
CHILD-to-child
doesn’t want her in school and Julia doesn’t want to
go either. We don’t know what to do. Do you have
any ideas, Tomás?”
“Maybe if I visit the family—with my parents. They
can try to convince her parents, and I’ll try to make
friends with Julia.”
The next Sunday, when Tomás’ father was not
working in the fields, Tomás asked his parents to go
with him to Julia’s home. They arrived in the early
afternoon. Julia’s mother and father, together with
the 2 younger children, were all sitting in the shade
in front of the hut. Julia’s father was sharpening an
ax while her mother picked lice from the children’s
hair. They all looked up in surprise to see the boy on
crutches approaching, followed by 2 adults.
439
The path near the hut was steep and rocky. A few
meters from the hut, Tomás tripped and fell. Julia’s father
ran forward to help.
“Are you hurt?” asked Julia’s father, helping him up.
“Oh no,” laughed Tomás. “I’m used to falling. I’ve
learned to do it without hurting myself... We’ve come
to talk to you about Julia. These are my parents.”
“Come in,” said Julia’s father. They all exchanged
greetings, and everyone went inside.
While Tomás’ parents were talking with Julia’s,
Tomás asked if he could speak with Julia.
“She’s outside,” nodded her mother, pointing to the
back doorway. “But she doesn’t speak to strangers.
She’s too afraid!”
“She doesn’t have to speak if she doesn’t want to,”
said Tomás gently, yet loudly enough so that Julia
could hear, if she was listening.
Tomás went out and found Julia bent over a
drawing in the dirt. She glanced up at him as he
approached, and then looked down at her drawing,
but without continuing it.
There were several drawings on the ground of
different animals, flowers, people, and monsters. Julia
had just been drawing a tree with a big nest in it and
some birds.
“Did you draw all these?” asked Tomás. Julia did
not answer. Her small body was trembling.
“You draw very well!” said Tomás, admiring and
commenting on each of her drawings. “And with
just a stick. Have you ever tried drawing with pencil
and paper?” No answer. Tomás continued. “I bet that
nobody in school can draw this well!” Julia, still staring
at the dirt, trembled and said nothing. Tomás also was
silent for a moment. Then he said. “I wish I could draw
like you do. Who taught you?”
Julia slowly lifted her head up and looked at Tomás,
or at least at his lower half. She looked first at his
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CHAPTer 47
turned-in feet and the tips of his crutches. Then she
looked at his knees, which had dark calluses on their
inner sides where they rubbed together when he
walked.
“Why do you walk with those sticks?” she asked.
“It’s the only way I can,” he said. “My legs don’t
like to do what I tell them.”
Julia lifted her head and looked up into Tomás’ face.
Tomás tried to smile, but knew his mouth was twisting
strangely to one side.
“And why do you talk funny?” asked Julia.
“Because my mouth and lips don’t always do what
I want either,” said Tomás. And it seemed he had
even more trouble speaking clearly than usual.
Julia stared at him. “Do you really like my drawing?”
“I do,” said Tomás, glad to change the subject. “You
have a real gift. Real talent. You should study art. I’ll
bet some day you could be a great artist.”
“No,” said Julia, shaking her head. “I’ll never be
anything. I can’t even walk. Look!” She pointed to her
small floppy legs. “They’re even worse than yours!”
“But you draw with your hands, not your feet!”
exclaimed Tomás.
Julia laughed. “You’re funny!” she said. “What’s
your name?”
“Tomás.”
“Mine’s Julia. Do you really think I could be an
artist?—No, you’re only joking. I’ll never be anything.
Everybody knows that!”
“But I’m not joking, Julia,” said Tomás. “I read in
a magazine about an artist who paints birds. People
come from all over the world to buy his pictures.
And you know something, Julia, his arms and legs are
completely paralyzed. He paints holding the brush in
his mouth!”
“How does he get around?” asked Julia.
“I don’t know,” said Tomás. “People help him, I
guess. But he does get around. The magazine said he
has been to several countries!’
Julia said, “Wow! Do you really think I could
become an artist?”
Tomás looked again at the drawings in the dirt—and
truly wished he could draw as well. “I know you
could!” he answered.
“How do I start?” asked Julia, sitting up eagerly.
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“First,” said Tomás, “you should probably go to
school!”
“But how?” said Julia, looking at her legs.
“That’s easy,” said Tomás. “All the school children
want to help. But you have to want to go.”
“I... I’m afraid...” said Julia. “Do you go to school,
Tomás?”
“Yes, of course,” he answered.
“Then I want to go, too!”
Inside the house, Tomás’ parents were trying to
convince Julia’s parents of the importance of sending
her to school. They explained how they had had the
same doubts about Tomás, and how much school had
helped him.
“It’s not only what he is learning that’s important,”
said Tomás’ mother, “but what it has done for him
personally. He has more confidence—a whole new
view of himself!”
“And we’ve come to look at him differently, too,”
said Tomás father. “He’s a good student—one of the
leaders in his class!”
Julia’s father coughed. “Even if all you say is true,
Julia doesn’t want to go. She’s afraid. You see, the
same illness affected her...”
His sentence was cut off by Julia, who came
bursting in the back doorway on hands and knees.
“Mama! Papa!” she shouted. “Can I go to school?
Will you let me? Pleeeease?”
Her father’s mouth fell open for a moment. And
then he smiled.
The next day Julia began school. The other children
learned from Tomás that Julia was ready to go, and
they worked hard Sunday evening making a ‘sitting
stretcher’ for her. One of the children had seen a
similar stretcher when an injured man had been
carried down from the high mountains. It was a
simple wooden chair, tied firmly between two poles.
The children finished making it by sunset and the next
morning arrived with it at Julia’s house. Tomás went
with them to give Julia courage. He was so excited
that he fell 3 times!
Julia was so frightened when she saw the children
that she almost decided not to go. But when they
brought her special chair to the door, she lifted
herself onto it with her strong
arms. And before she knew
it, she was on her
way—to school!

The first day of school went well. Everything was so
new, and the children were all so friendly, that Julia
almost forgot she was afraid. On the way home, she
smiled and laughed as the children carried her.
Six months have now passed since Julia started
school. Although she began 2 months late, she is
already able to read and write letters and words as
well as most of her classmates. But drawing is what
she likes most. The other children often ask her to
draw pictures for them.
Julia has made many friends. The children in her
class who first looked at her as someone ‘special’,
have now accepted her as one of their group. They
include her in many games and activities, and treat
her as just another child.
Some problems have arisen. At first, carrying Julia
to and from school each day was fun. But after awhile,
many of the children got lazy and stopped helping.
This meant more work for those who were left.
The children got a new idea and asked their fathers
for help. One Sunday a group of about 15 men and
20 children worked on improving the steep path from
Julia’s house to the main walkway leading to school.
They made the curves wider so that the trail would be
less steep, removed all rocks, leveled the surface, and
pounded the dirt into a hard, smooth surface.
One of the children’s father had a small repair shop
in the village. Another was a carpenter. With the help
of their children, these 2 craftsmen made a simple
wheelchair out of an old chair, 2 casters, and some
bicycle wheels.
Julia was excited when she saw the wheelchair. Her
arms and hands were already strong, and with a little
practice she learned to wheel her new chair up the
long winding trail to the village.
“Now you can come and go to school on your
own.” said Tomás. “How do you feel?”
CHILD-to-child
“Free!” laughed Julia. “I feel like writing a
declaration of independence!” Then she thought a
moment and frowned. “I know I’m not completely
independent—but that’s all right. We all depend on
each other in some ways. And I guess that’s how it
should be!”
“It’s being equal that counts,” said Tomás. “It’s
knowing that you’re worth just as much as anybody
else. Nobody’s perfect!”
441
Things also began to go better at home. As Julia’s
self-respect grew, so did her parents’ appreciation
of her. Suddenly both Julia and her mother realized
that there were many things that Julia could do. She
began to help with preparing meals, washing clothes,
and taking care of her younger brother and sister.
She treated them more lovingly and never pinched
or made them cry (except, of course, when they
deserved it!).
Julia’s mother wondered how she had ever
managed to get along without Julia’s help. She
missed her during the long hours she was at school.
And when she realized she was going to have
another baby, she thought Julia would have to stop
going to school to help more at home.
Julia’s father shook his head. “No,” he said. “School
is more important for Julia than for any of our other
children —if she is going to learn skills to make
something of her life. And besides,” he reminded
his wife, “if we hadn’t sent her to school, she would
probably still be sitting outside in the dirt. It took the
schoolchildren to teach us what a wonderful little girl
we have.”
Julia’s mother smiled and nodded in agreement.
“You’re absolutely right,” she said. “The schoolchildren...
and especially that wise little boy, Tomás!”
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CHAPTer 47
ACTIVITY:
CHILDREN WHO HAVE DIFFICULTY UNDERSTANDING
In many communities, a child who is mentally slow, has an especially difficult time.
Other children may make fun of him for not being as quick as they are, or for not being
able to understand, follow, or remember things as easily as they can. They may not
realize that this child has the same need for friendship, play, and respect as they do.
This activity is designed to help children gain more appreciation of both the needs
and possibilities of the child who is mentally slow. They will explore possible ways
to help the child to feel a part of their group, and to learn new things at his or her
own speed.
Talk with the children
You may want to start the activity by asking the children questions such as:
• Do you know a child who doesn’t seem to understand or remember things as
well as others her age?
• Does this child play much with other children?
• How do other children treat this child?
• How do you think it would feel if you had a similar difficulty?
Games and activities
Begin with games and activities that help the children discover what it may feel like
to have difficulty understanding, and to be unfairly blamed for that difficulty. Then the
children can look for ways to help a person learn that are easier, friendlier, and more
effective.
A gAMe TO STArT WITH: ‘engLeFLIP’
(‘engleflip’ is a nonsense word, but let us pretend that it means ‘Stand up’.)
1. Ask one child in the
group to ‘engleflip’.
4. Now help the
children
understand what
you mean by
showing them,
assisting them,
or gently
explaining.
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2. Say it louder.
Get angry.
3. Ask several other
children.
After the activity, discuss...
• How did you feel when you could
not understand the teacher?
• Was it right for the teacher to get
angry? Did it help?
• Did the teacher finally do it
better? In what ways?
• In what ways might your
difficulty with ‘engleflip’ be
similar to that of a child who
has trouble understanding things?

Role playing
You can also use role plays or skits to explore the difficulties of a child who does
not understand, and how to help him understand. For example:
Ask 5 children to put on the role play.
They can pretend to be
cleaning house. But before
they start, ask one child to
go out of the room. Tell the
other 4 that after they have
cleaned for awhile, they
should turn to the 5th child
and say, “Blah, blah, blah,
blah.” Tell the 4 children that
this means, “go get some
water!’ But the 5th child will
not know this.
Tell the 4 children to
keep saying the words,
and then to add other
ways to help the 5th child
understand.
The 5th child comes back
and they begin.
Divide the class in groups of 5 (or more) and repeat the game. Have the children
think of different situations and different meanings for “Blah, blah, blah, blah.”
Afterwards, discuss with the whole class:
• How did the child feel who did not understand?
• How did the others feel?
• What did the others do to help the child understand?
• What else could they have done?
Follow-up activity: Write or tell a story
The story might begin by one child waking up one morning and not understanding
anything anyone says.
each child in the class writes or tells the rest of the story in his and her own way.
Invite them to draw pictures with their stories.
Ask the children to include in their stories ideas
for helping the child understand.
This activity could be done in a language or
writing class. After they have written the stories,
the children can read them to classes of younger
children.
CHILD-to-child
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CHAPTer 47
Memory
It is important that the children also realize the importance of remembering things
and the difficulties of a child who has an especially hard time remembering. Then they
can try to find ways to help that child remember things more easily.
MEMORY GAME #1
Ask the children to do many
things, one after the other.
Say the list of things in one
sentence, very quickly. Do not
wait for the children to do each
thing before you say the next.
If the children cannot
remember all the things, repeat
the list louder, but just as
fast.
now do it differently. Say
each thing slowly, and wait
until they do one thing before you
go on to the next.
MEMORY GAME #2
Place 14 different things
on a table where the
children can see them. Let
them look at them while
you count to 30. Then cover
them with a cloth and take
7 things away. remove the
cloth. Have the children
write down the things that
are missing.
repeat the game using
6 different things and
removing 3. Which is
easier?
After the memory games:
• Ask the children why it was easier the second way.
• explain that children who have trouble understanding are often confused when they
are given too many instructions at once. even 2 instructions at once may be too many
for such a child. What suggestions do the children have?
• If the children know a child who has a hard time remembering things, they can help
her improve her memory by playing these same kinds of games with her. Start
with only 2 or 3 words or things, and as the child’s memory begins to get better,
gradually add more. each time the child does well, praise her or give her a prize.
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STORY AND DISCUSSION: “I FORGOT”
Begin to tell a story
about a little boy
whose mother asks
him to go to the corner
store and buy some
bananas. He comes
back with nothing.
Another day the boy goes to buy bananas and comes back with matches. Why? How
could we help him remember? Here are some possibilities:
CHILD-to-child
• Another child could go with the boy—not to buy the bananas, but to help him remember, or give
him ‘clues’.
• He could take a picture to remind him—or sticks to remind him of the number
• Another child could practice with him at home. Play remembering games. Start with one thing at
a time.
• Praise or reward the boy each time he remembers and does it right. Do not praise and
never punish the child when he forgets. remember: He has difficulty remembering. It is not his
fault!
ROLE PLAY—GOING SHOPPING
The children can act out a role play something
like this:
A mother sends her child shopping. She tells him a
long list of things he must buy. He goes around the
class 3 times and meets a lot of people who ask him
a lot of questions like: “What time is it?” “Where
are you going?” “Which way is the market?”
How much does the child remember when he gets
to the store?
Talk with the class about what happened. How might it be made easier for the child to
remember what he must buy? (Let us suppose the child cannot read.)
PUTTING INTO PRACTICE WHAT WE LEARN
Do the children know any child in the village or neighborhood who has difficulty
understanding or remembering?
Is there something they can do that might help the child to:
• feel he has friends who respect
him and with whom he can play?
• remember things better?
• learn to do more for himself?
• Why did he not bring the bananas?
• What might have happened?
• How could we help?
• go to school, and get the
extra help he needs?
• enjoy himself more and fit
into the community better?
If there are some children (or grown-ups) in town who make fun of the disabled
child or treat him badly, is there anything the children can do? What? What precautions
should they take? The story on the next page can give children ideas for helping a child
who is mentally slow to learn basic skills. For more ideas, see Chapters 32 to 41.
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CHAPTer 47
This is the story of 2 brothers, Zaki age 9, and nasir age
7. Their father was a shopkeeper in Peshawar, and their
mother was a teacher. They had a big brother and a big
sister who were both students, living away from home.
Zaki was doing well at school but nasir had never even
started school. There was something different about nasir
from other children. nasir was mentally disabled. His
brain did not work properly. He could only say a few odd
words. He could not dress himself, and he made a mess
at mealtimes.
Zaki felt ashamed to have such a brother. neighborhood
children made fun of nasir. They called him nasty names
and pushed him about. nasir would get angry and try
to hit them, and then fall flat on his face. Some of the
grownups would shake their heads and say nasir had an
evil spirit inside him.
The worst of it for Zaki was that he had to take care
of nasir a lot of the time, when there was nobody else
at home. It meant that he could not go out to play with
his friends from school. And there was nothing to enjoy
in looking after nasir. He could not talk. He did not know
how to play any games
Zaki felt very sorry for himself, and used to hate nasir
for the times he had to stay in the house looking after
him. It was so unfair! He had never done anything wrong,
so why should he have to have a brother like that, who
stopped him from going out and playing with his friends?
One day a visitor came by their house, looking for
Zaki’s father. It was his cousin, Dr. Daud. Zaki’s parents
were out. Only Zaki and nasir were in the house. Dr.
Daud noticed that Zaki had been crying. “What’s the
matter?” he asked. Zaki told Dr. Daud all about his
brother nasir and how his own life was spoiled by having
to look after him.
Dr. Daud listened carefully.
Then he said, “Yes, you’ve
certainly got a problem. But
tell me, what are you doing
about it?” “What can I do?”
cried Zaki. “nasif’s just as
bad now as he was 2 years
ago, and he’ll be twice as
stupid in another 2 years
time.” Dr. Daud looked
thoughtful. “Well, he might
be,” he replied. “But that
depends on how clever you
are.”
“What do you mean?” asked Zaki. “I’m getting good
marks at school, while he can’t even start” “Well,” said
Dr. Daud, “if you’re clever enough for 2 then you could
really help nasir to change for the better. Then you’d both
be happier and you’d get more free time to go out and
play.” “How can I do that?” asked Zaki. Dr. Daud said,
DISABLeD vILLAge CHILDren
ZAKI AND NASIR
A Story From Pakistan
“First, I’ll have a talk with your father and mother.”
That evening Dr. Daud called again and had a long talk
with Zaki’s parents. “I can’t give you any medicine for
nasir,” he said, “because there isn’t any that will cure
him of mental disability. not even the best surgeons can
do anything. But you have the answer right here in your
own home. If you have enough time and patience you
can teach nasir to do a lot more than he can do now.”
But Zaki’s father said, “That’s just the problem! We don’t
have enough time at home. I can’t have nasir in the shop.
He pulls everything off the shelves. And his mother is
teaching at school and then has to get our food, and then
gives private lessons. We can’t stop working, or we’ll
never eat and pay the rent.”
“But Zaki has the time,” said Dr. Daud. “He could do
a lot to teach nasir. Why not try it for a month. I’ll show
you where to start.”
So Zaki became nasir’s teacher. But he also learned a
lot of things himself. He started teaching nasir to dress
himself. Of course, Zaki knew how to put on a shirt. You
just pick it up, and put it on! But he soon realized that
there was more to it, when teaching nasir. First you had
to find which was the back and which was the front of
the shirt. Then you had to find the main hole and get the
head through it. Then one arm went into the right sleeve.
Then the other arm into the other sleeve. next you pull
the whole thing down over yourself.
Then there was teaching nasir to feed himself. You
would think it was obvious, how to eat! But nasir had to
find out step by step how to pick up a piece of chapati, get
some curry on it, put it into his mouth and remember to
chew and swallow. It took dozens of repetitions and lots
of encouragement and rewards before nasir learned each
step. Zaki began to realize what Dr. Daud had meant. He
needed to be clever enough for 2 in order to puzzle out
how to teach nasir. But when nasir succeeded in some
small step, they were both so delighted that it made all
the effort worthwhile.
A few months later Dr. Daud was passing Zaki’s house.
Zaki came rushing out, “Quick, Doctor, you must come
in!” Dr. Daud hurried in, thinking he would find someone
at the point of death. But all he saw was nasir, grinning
broadly in his chair. “What is it? What’s the matter?”
demanded the doctor. Zaki was so excited he could hardly
speak. “He said a whole sentence, Doctor. nasir did. He’s
never said more than 2 words together before now. He
just said, ‘Zaki give sweets to nasir’. I’ve been trying for
months to get him talking. He did it! He did it!”
Doctor Daud
smiled. “I think you
like your brother
better than you used
to,” he said.

ACTIVITY:
LET’S FIND OUT HOW WELL CHILDREN SEE AND HEAR
Background discussion
Some children cannot see or hear as well as other children. Often we do not know
about this and the child says nothing. But because the child does not hear the teacher
or see the blackboard, he may not learn as quickly as others. So he may try to hide in
a corner. We can help him by letting him sit close to the teacher.
Also, babies who cannot hear well do not learn to talk or understand as early as
others.
In this activity, the school children try to find out which young children and babies do
not see or hear well, and need help.
HELPING CHILDREN UNDERSTAND THE PROBLEM
One way to get children thinking about these problems is to ask questions like:
•
•
•
Do you know anybody who does not see or hear well?
Do you act differently with these people? Why?
How would you feel if you did not see well? Or hear well?
CHILD-to-child
Games to help children understand the difficulties of poor hearing
GAME: LISTEN LISTEN
All the children are
completely silent for 3 minutes.
They listen very carefully
to the noises around them.
Afterwards, they write down or
draw everything they heard.
GAME: WHAT DID YOU SAY?
One child plugs his ears while another tells a funny story to the group. Then one of
the children plays ‘teacher’ and asks everyone, including the child who had his ears
plugged, to answer questions about the story. Finally, they ask him what it felt like, not
being able to hear the story well.
Ask the children what they can do to help a child to hear better. Their suggestions
might include:
• Have the child sit ‘up front’ close to the teacher.
• everyone can take care to speak slow, clear, and loud (but do not shout).
• Use gestures or ‘sign language’ (if the child hears very little or not at all).
• Watch people’s mouths and try to understand what they say. This is not easy if you
do not hear the words. Have the children try it.
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CHAPTer 47
GAME: TALKING WITHOUT WORDS
Children who hear very poorly or not at all often cannot speak. This is not because
they are stupid, but because they need to be able to hear in order to learn how to speak.
This game will help children appreciate the difficulties of a child who cannot speak, and
give the children ideas of how to ‘talk’ without words to a child who does not hear.
•
•
•
•
•
Play a game where someone explains something to others
through acting only, without words. The others must guess
what it is he is trying to say. The leader can start by acting out
a simple phrase like: “I want a glass of water.” The children
try to guess what the leader is doing. next have the children
take turns acting out different things and ideas. Start with easy
phrases like:
• I want to go to sleep.
• give me the ball.
And work toward more difficult ideas like:
• I’m lost and can’t find my house.
• I had a bad dream.
Discussion after the game:
Was it difficult to explain something without talking?
How did you feel when no one understood you?
What did the other children do to help you tell them what you wanted to?
Could they have done more? What?
How might you help children who cannot speak to communicate?
explain to the children about sign language for the deaf. This is like the game in
which children ‘talk’ with their hands. One form of sign language uses mostly the
alphabet. Another form, which deaf persons prefer for ‘talking’ with each other, uses
symbols for different actions and things.
If there is a deaf child
in the school, or in the
village or neighborhood,
perhaps the children
would be interested in
finding a way to help
that child learn to ‘sign’.
Or they may want to
learn themselves, in
order to be able to ‘talk’
with the deaf child.
Alphabet sign language used in the USA. More
discussion of sign language is on p. 266.
If 1 or 2 children in the class can learn to sign and then help translate spoken
language into sign language, this can allow the deaf children to learn and take part
more fully in the school and in the community. (For books to learn sign language, see
p. 639-640.) Also see Chapter 31.
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Games to help children understand the difficulties of poor sight
GAME: CATCH A THIEF
This game can help children understand both the importance of good hearing
and the difficulties of not seeing.
• The children form a circle. One
child stands in the middle with
her eyes covered. Around her
feet are small stones, nuts, or
other small objects.
• The other children, one by one,
try to creep up and steal these
things.
• If the child in the middle hears
the ‘thief’, she points to him and
he is out of the game.
• The goal is to see who can steal
the most objects without being
heard.
GAME: BLURRED VISION
One or more children are temporarily given poor or blurred vision in one of
several ways:
thick
lenses
Put somebody’s
powerful eyeglasses
on a child who
needs no glasses.
Have the child try to read from a book with letters of different sizes. Do the same on
the blackboard. What trouble does he have? How close does he have to get? Does he
read aloud from his book as well as the other children?
GAME: BLINDFOLDED PARTNERS
The children are in pairs. One is
blindfolded, the other is her guide. The
guide takes the blindfolded person for a
walk, letting her feel different things and
taking care of her.
After the game, discuss:
• How did it feel not to be able to see?
• What did your guide do that was
helpful? not helpful? What might she
have done better?
• Did you trust your guide?
Or, cover his eyes with a
piece of tracing paper, wax
paper, or other material
that you can see through
slightly.
CHILD-to-child
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CHAPTer 47
GAME: FEEL A FRIEND
GAME: WHAT’S THE SMELL?
Blindfold the children and have them identify
things by their smell: things such as orange,
tea leaves, banana, and local herbs.
One child is blindfolded. He tries to
recognize his friends by feeling them.
Similar feeling games can be played trying to
identify different things by feeling them.
After the children play these different games, explain to them that because
blind people cannot see, they often develop outstanding ability to identify
things through hearing them, feeling them, and smelling them.
FINDING OUT WHICH CHILDREN HAVE PROBLEMS WITH
HEARING AND SEEING
It is important to find out as early as possible if a child cannot hear or see well.
Older children can do some simple tests with their baby brothers and sisters. A class
or group of children can also test the seeing and hearing of younger children, such as
those in nursery school or the first year of elementary school.
Testing the hearing of babies (4 months old and older)
• Children can notice if their baby sister responds to
different sounds, high and low, loud and soft. The
baby may show surprise, make some movement,
or turn her eyes or head toward the sound. notice if the
baby responds to her mother’s voice when the baby does
not see her.
• Or make a rattle from seeds or small stones. Creep up and shake it behind the
baby’s head, first on one side and then the other. See if the baby is surprised.
• Then call the baby’s name from different places in the room. See if the
baby responds.
• To test if a baby hears some kinds of sound but not
others, do this. Sit at arm’s length from the baby, and
to one side. When she is not looking, make different
kinds of sounds. Say “Ps” and “Fth” to test for highpitched
sounds, then “Oooo” for low-pitched sounds.
For other high pitched sounds, crinkle a thin, stiff piece
of paper or rub a spoon inside a cup. For other low
pitched sounds, watch if the child notices the noise of a passing truck, a train
whistle, a cow’s ‘moo’ or low notes on a musical instrument or drum.
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If the baby does not show surprise or turn her head with any of these sounds, she
may have a severe hearing problem If she responds only to certain sounds, but not
to others, she has some hearing. But she may not be able to understand language
well because she cannot tell certain words apart. As a result, she may not speak as
early or as clearly as other children and will need special help. (See Chapter 31.)
Testing the hearing of young children (a game)
• An older child stands several meters from a line of younger children.
• Behind each young child stands an older child with pencil and paper.
What to do for the child with a hearing problem
•
• The first child
says the name
of an animal
verY LOUDLY
• Then the first child names other animals, each in a softer and softer
voice, until he is whispering.
• After about 10 animals have been named, and the words that the
younger children heard have been written down, compare the different
children’s lists.
• repeat this 2 or 3 times
• Any child who has not heard as many words as the others, or
has not heard them correctly, probably has a hearing problem.
Let the child sit at the front of the class where he can hear better.
• The young children
whisper the word to
their older partners.
• The older children
write it down.
CHILD-to-child
• Be sure everyone speaks clearly and loudly enough. But do not shout because
shouting makes the words less clear. Check often to make sure the child
understands.
• Have one child who hears well sit next to the one who hears poorly—to repeat and
explain things if necessary.
• Always try to look at the child while you are speaking to him.
• If possible, the child should be examined by a health worker—especially
if he has
pus in an ear or frequent earache.
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CHAPTer 47
HOW CAN CHILDREN HELP CARE FOR THEIR BROTHERS’ AND SISTERS’ EARS?
They can regularly look to
be sure that there is no pus or
small objects inside. If they see
anything wrong they should tell an
older person, who should take the
child to a health worker.
HEARING GAMES THAT CHILDREN CAN PLAY WITH BABIES
Most babies who are ‘deaf’ hear something. They need help in learning to listen.
The children may think of games to help babies listen and learn.
For example:
• Sing to babies, and teach songs to young children.
• Tell them stories and change voices to sound like
different people in the story—loud, soft, angry.
TESTING IF A BABY SEES (FOR A CHILD OVER 3 MONTHS OLD)
• Children can notice if the baby begins to look
at things held in front of him, to follow them
with his eyes, to smile at mother’s face, and
later to reach for things held out to him.
• Hang a bright colored object in front of the
baby’s face and move it from side to side.
Does the baby follow with his eyes or head?
• If not, in a fairly dark room, move a lighted
candle or torch (flashlight) in front of the
child’s face. repeat 2 or 3 times.
If the baby does not follow the object or light with his eyes or head, probably he does
not see. He will need special help in learning to do things and move about without
seeing. Other children can help. (See Chapter 30.)
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Testing how well children see (4 years old and older)
A group of older children can make an eye chart. They can cut out black ‘e’s of
different sizes and paste them on white cardboard.
First let the children test each other.
Hang the chart in a place where the
light is good. Then make a line about
6 meters from the chart. The child to be
tested stands behind the line, holding
the cut-out ‘e’. Another child points at
different ‘e’s’, starting from the top.
Ask the child being tested to hold
the cut-out ‘e’ so that its legs’ point
the same way as the ‘e’ on the chart.
If the child can easily see the ‘e’s on
the bottom line, he sees well.
If he has trouble seeing the second or
third line, he sees poorly.
• To make the testing
more fun, you can
use horses in the
shape of ‘e’s.
• Make 5 cards using
different size horses.
Make the sizes
the same as those
shown for the letter
‘e’ in the chart at the
top of this page.
• Or use a chart
with ‘C’s.
Ask the child
either to hold
a horse shoe
in the same
position as
the different
‘C’s on the chart, or
to tell you for each ‘C’
which way the horse
shoe is going.
To test children who are mentally slow, deaf, or have trouble
communicating, you can use pictures of different things they
recognize. Hold up one picture at a time and have the child either
name it or point to a similar picture-or the
real object. For
example, you can
make a set of cards
with pictures like
this:
CHILD-to-child
Also make one
large ‘E’ shape
out of
cardboard or
other material. Children making an eye chart. (Mexico)
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CHAPTer 47
After the children practice testing each other, they can test the eyesight of those
in the younger grades and the children who will be starting school soon.
WHAT TO DO FOR THE CHILD WHO SEES POORLY
• Be sure he sits in front, close to the blackboard.
• Write large and dark on the blackboard, and check often to make sure
he can read what is there.
• If possible, the child should go to a health worker for more tests.
He may need glasses.
• If he cannot get glasses, try to find a
magnifying glass. This may help him
read small letters.
• It he has not learned to read and write
because he does not see well, teach him
with
• If the child still has trouble reading,
have another child read his books and
lessons to him aloud.
Looking at each other’s eyes for signs of problems
Start with questions to get the children interested. For example:
• Are your eyes the same as your classmates?
Shiny? Clear?
• How about the eyes of your younger brothers
and sisters?
• Can you see well in the dark? Or do you often
stumble at night?
• Do a child’s eyes look dull? Are there any
unusual spots or wrinkles? If so, see a health
worker.
Many children in different parts of the world become
blind because they do not eat foods that make their
eyes healthy. Eating yellow fruits or dark green
leafy vegetables helps protect the eyes. Some extra
cooking oil added to food also helps.
If children’s eyes are red or sore, you can
suggest that they wash them often with clean
water with a little salt in it (no saltier than
tears). This may help eyes get better and keep
the flies away. If they do not get better soon,
see a health worker.
For more information on eye problems and blindness, see Chapter 30.
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